DOI: 10.3390/educsci14010051 ISSN: 2227-7102

A Systematic Review of the Role of Learning Analytics in Supporting Personalized Learning

Ean Teng Khor, Mutthulakshmi K
  • Public Administration
  • Developmental and Educational Psychology
  • Education
  • Computer Science Applications
  • Computer Science (miscellaneous)
  • Physical Therapy, Sports Therapy and Rehabilitation

Personalized learning is becoming more important in today’s diverse classrooms. It is a strategy that tailors instruction to each student’s abilities and interests. The benefits of personalized learning include students’ enhanced motivation and academic success. The average teacher-to-student ratio in classes is 1:15.3, making it challenging for teachers to identify each student’s areas of strength (or weakness). Learning analytics (LA) has the potential to fill the need for personalized learning environments as it has recently revolutionized education by gathering and analyzing vast volumes of student data to enhance the learning process. The convergence of these two fields has, therefore, become an important area for research. The purpose of this study is to conduct a systematic review to understand the ways in which LA can support personalized learning as well as the challenges involved. A total of 40 articles were included in the final review of this study, and the findings demonstrated that LA could support personalized instruction at the individual, group, and structural levels with or without teacher intervention. It can do so by (1) gathering feedback on students’ development, skill level, learning preferences, and emotions; (2) classifying students; (3) building feedback loops with continuously personalized resources; (4) predicting performance; and (5) offering real-time insights and visualizations of classroom dynamics. As revealed in the findings, the prominent challenges of LA in supporting personalized learning were the accuracy of insights, opportunity costs, and concerns of fairness and privacy. The study could serve as the basis for future research on personalizing learning with LA.

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